European Journal of Education Studies - ISSN 2501-1111concepts of mitosis and meiosis and their correct mapping of properties and relationships. Qualitative data were collected through

European Journal of Education Studies ISSN: 2501 - 1111

ISSN-L: 2501 - 1111

Available on-line at: www.oapub.org/edu

Copyright © The Author(s). All Rights Reserved.

© 2015 – 2019 Open Access Publishing Group 208

doi: 10.5281/zenodo.800509 Volume 5│ Issue 10│ 2019

COMPARISON OF KNOWLEDGE

LEVELS OF MEIOSIS AND MITOSIS DIVISIONS IN

SEVENTH GRADERS WITH MIXED METHODS

Salih Güleni

Dr., University of Muş Alparslan,

Malazgirt, Turkey

Abstract:

The main aim of this study is to compare the information about meiosis and mitosis

divisions of secondary school students with different methods. The mixed method was

used in the research. In the mixed method, it is aimed to close the deficiencies in the

solution of the research problems with both qualitative and quantitative data.

Homogeneous samples were used in the study. In the 2018-2019 academic years, it was

conducted with 7th grade students in a public school in Eastern Anatolia. A total of 132

students participated in the study, depending on the volunteerism principle. Matching

test was used to collect quantitative data. Qualitative data were collected through a

fully structured interview form. The collected data were analyzed with the help of

Microsoft Excel program. Descriptive and content analyzes and techniques such as

frequency and percentage values were used. According to the findings, the knowledge

of meiosis and mitotic divisions was found to be good level. It was determined that

most of the students had the right information about meiosis and mitosis and they

knew the general characteristics of these divisions. According to these findings of the

study, concordant results were obtained by using mixed method with different

measuring methods. Suggestions are presented in parallel with these findings.

Keywords: science, meiosis and mitosis divisions, knowledge level, mixed method

1. Introduction

The science course is a science that allows us to understand nature and natural

phenomena. In this science, the researcher tries to understand the natural world and its

diversity by using the feelings of doubt and curiosity with its explorer and interrogator

identity (Çaycı, 2007; Doğru and Kıyıcı, 2005).One of the basic aims of the science is to

use the knowledge acquired by the individual (Zeidler, Sadler, Simmons and Howes,

2005). Individual should be able to use the knowledge gained in science subjects in

http://dx.doi.org/10.5281/zenodo.800509

http://www.oapub.org/edu

Salih Gülen

COMPARISON OF KNOWLEDGE LEVELS OF MEIOSIS AND MITOSIS DIVISIONS IN


European Journal of Education Studies - Volume 5 │ Issue 10 │ 2019 209

daily life (Sadler and Ziedler, 2009). Thanks to this science, knowledge about the living

universe, living things, physical and chemical events is learned. Another subject learned

is cell division. These subjects, known as meiosis and mitosis divisions, are learned at

seventh grade level in secondary school. The main purpose of these subjects is to get

information about students' concepts and daily use (MoNE, 2018).

There are difficulties in education due to reasons such as abstracting and not

reaching the science concepts. Very abstract concepts prevent students from learning

this lesson in a meaningful way (Bora, Çakıroğlu and Tekkaya, 2006). The subject of cell

divisions is also the subject of learning difficulties (Demirkuş, 2019). The most obvious

reason for this is the adaptation of the words of foreign origin to the Turkish language

(Demirkuş, Ertas and Gulen, 2018). Although there are difficulties in teach these

subjects (Atılboz, 2004), new approaches and methods should be applied in teaching

subjects. For example, it is thought that it will be possible to eliminate the possible

difficulties with the material and to get knowledge (Sinan and Karadeniz, 2010).

Knowledge can be defined as a whole of learned facts about any subject. As a

matter of fact, human beings learn something from birth (Güven, 2014). The area of

knowledge is quite high. Technology, science and education are just some of these areas

(Brillouin, 2013). The main purpose of the knowledge acquired in science education is to

provide the satisfaction of the individual and to use this information. As a matter of

fact, the information obtained about cell divisions should be close to daily life and

should be available (Baran, Doğan and Yalçın, 2002; Demiral and Türkmenoğlu, 2018).

Meiosis and mitosis and related concepts should be learned in a meaningful way

(Daşdemir and Doymuş, 2012). The aim is not to memorize the information is to think

of learning (Aydin and Balim, 2013).

Students will have to think about the meiosis and mitosis divisions and try to use

them in their daily lives. Mitosis in general; it allows proliferation in single-celled

organisms, growth and repair in multicellular organisms. At the end of the mitosis

division, the number of chromosomes remained constant and consisted of 2 new cells.

The resulting cells are inherently identical. This division occurs in the body cells

(MoNE, 2018; Özdemir, 2006). Meiosis only occurs in the genitals. By dividing meiosis

of the main reproductive cells, the number of chromosomes consists of four new cells

that are halved. The cells formed are different from each other in hereditary way

(Akyürek and Afacan, 2012; MoNE, 2018). Both quantitative and qualitative methods

are used to determine students' knowledge about meiosis and mitosis. In addition, a

mixed method is formed by the application of these two methods together.

The mixed method is to collect and integrate both qualitative and quantitative

data to understand the research problem (Creswell, 2017). The aim of this method is to

close the missing aspects of qualitative and quantitative methods while seeking a

solution to the research problem. These results are obtained more objectively (Creswell

and Plano Clark, 2011). In addition, quantitative results are supported with answers to

questions such as how and why the qualitative results are supported with statistical

data (Yıldırım and Şimşek, 2013). The most important situation here is the adaptation of

the data obtained by both methods. As a matter of fact, a definitive judgment is reached

Salih Gülen




through this harmony. When the literature is examined, it can be said that the mixed

method studies are increasing (Bellibaş and Gedik, 2014; Demirci, 2017; Evren

Yapıcıoğlu and Kaptan, 2018; Kalman and Summak, 2016; Kocaman-Karoğlu, 2015). But

the results of these studies should be examined. In addition, students are known to

suffer from various cell divisions (Tekkaya, Çapa and Yılmaz, 2000; Tekkaya, Özkan

and Sungur, 2001). What are the levels of knowledge of students about cell divisions?

Are similar results achieved when different methods are used? Are these results

consistent with each other? The answer to such questions was sought. Therefore, it is

important to determine the knowledge level of the students about meiosis and mitosis

in the research by means of a mixed method and to obtain the data which are integrated

by comparing the qualitative-quantitative data.

1.1 Purpose of the research

The main aim of this research is to compare the information about meiosis and mitosis

divisions of secondary school students with different methods. In this context, the

answers to the following questions were sought.

1) What is the level of knowledge of secondary school seventh grade students'

about meiosis and mitosis divisions?

2) What is the similarity level of secondary school seventh grade students' level of

knowledge about meiosis and mitosis divisions?

2. Method

The mixed method was used in the research. In the mixed method, it is aimed to close

the deficiencies in the solution of research problems with both qualitative and

quantitative data (Büyüköztürk, 2009; Çepni, 2010; Yıldırım and Şimşek, 2013).

Qualitative data were collected together with quantitative data.

2.1 Participants

Homogeneous (analogous) samples were used in the study. The aim in the analogous

sample is to determine the status of groups of similar characteristics in a subject in

order to collect the data effectively (Creswell, 2013). As a matter of fact, the research

was conducted with 7th grade students in a public school in Eastern Anatolia Region

during the 2018-2019 academic years. A total of 132 students participated in the study,

depending on the volunteerism principle. While all students participated in the

matching test used in the study, 100 students participated in the fully structured

interview form. 27 students were not allowed to leave the form blank and 5 students

could not read the forms. The socio-economic status of the participants was similar. The

families of the majority of the participants are engaged in farming. Farming means a

small number of agriculture and animal care. They also conducted research on mitosis

and meiosis divisions at the beginning of the 2018-2019 academic years. This topic has

been discussed and learned in class.

Salih Gülen




2.2 Data collection tools

Matching test was used to collect quantitative data. This test measures students'

concepts of mitosis and meiosis and their correct mapping of properties and

relationships. Qualitative data were collected through a fully structured interview form.

In the fully structured interview form, the following questions were used.

1) Why is mitosis division important for living things?

2) Why is meiosis division important for living beings?

2.3 Analysis of data

The data of the measurement tools used in the study were analyzed with the help of

Microsoft Excel program. Descriptive and content analyzes and techniques such as

frequency and percentage values were used.

In each pairing test, each line was evaluated as 1 point. In total 16 matches are

required. These notes were then converted into a hundred percent note system.

The data of the fully structured interview form were analyzed both in terms of

descriptive and content in order to determine information about mitosis and meiosis

divisions. The data obtained by the two analysis methods are presented in the findings

section.

The score range of the matching test was evaluated according to the criteria

given in Table 1.

Table 1: Interpretation value range of scores

Order Value Range for matching test

1 Very bad 00.01 - 20

2 Bad 20.01 - 40

3 Middle 40.01 - 60

4 Good 60.01 - 80

5 Very good 80.01 - 100

As seen in Table 3, five equal intervals were determined for more precise interpretation.

According to this, it is very bad, bad, middle, good and very good value for true-false

test. Kandemir (2015) has similar criteria to this table in his study.

2.4 Reliability and Validity

Within the scope of the reliability studies, the status of the sample group was explained

in detail, the existing roles were explained, the conceptual framework and data

collection and analysis were presented. In addition, these data were supported by

descriptive analysis and content analysis (Glesne, 2013). The fully structured interview

form used is based on expert opinion. The analyzed received help from their teachers.

For the coding and scoring, reliability was calculated using the formula of Miles and

Huberman (1994). According to this calculation, 95% confidence coding was performed

throughout the study. In fact, according to Miles and Huberman (1994) 80% and above

has been accepted as reliable (Arik and Yilmaz, 2017). In the descriptive and content

Salih Gülen




analysis of validity of the research, direct quotations were given and the accuracy of the

research results was shown (Merriam, 2013). The codes used in the content analysis and

the interpretations were done in depth. The names of the participants are coded. In

addition, subject gains were taken into consideration in terms of the scope validity of

the matching test. Validity values such as structure and appearance are obtained by

taking expert opinion (Yıldırım and Şimşek, 2013).

3. Results

The data collected with both qualitative and quantitative measurement tools are

presented below. As a result of the evaluation of the matching test used in the study,

the values given in Table 2 are obtained.

Table 2: Matching test statistical values

Test N Standard deviation Average Comment

Matching test 132 24.12 63.26 Good

Table 2 shows the mean and standard deviation of the scores of the students who took

part in the matching test. In addition, these average scores are “good” level within the

scope of the criteria in Table 1. According to this, the mean score of the participants was

63.26 and the standard deviation was 24.12.

The data obtained as a result of the fully structured interview form analysis used

in the research are presented below. The most commonly used expression as a result of

the descriptive analysis is given in Table 3.

Table 3: Most repetitive expressions

Order Expressions (N: 100) Frequency (f) Percent (%)

1 Mitosis provides reproduction in single cells 60 60

2 Meiosis provides reproduction in multiple cells 51 51

3 Mitosis makes repair 37 37

4 Mitosis provides growth and development 31 31

5 Meiosis provides hereditary diversity 28 28

As shown in Table 3, the first three of the most repetitive statements “mitosis provides

reproduction in single cells”, “meiosis provides reproduction in multiple cells” and

“mitosis makes repair”. In general, it is observed that the majority of participants use

correct expressions about meiosis and mitosis. As a matter of fact, it is seen that 60% of

the respondents said that mitosis divides single-celled animals, 37% of them provide

mitosis and 31% of them show mitosis growth and development. These statements are

generally used by different participants. Similarly, it was seen that 51% of the

participants stated that meiosis divergence in multicellular organisms and that 28% of

the meiosis division provided hereditary diversity. The sum of these two data is above

average. Based on these data, it is seen that the majority of the participants have

sufficient knowledge about meiosis and mitosis divisions. It is understood that most of

Salih Gülen




the new participants have at least one or more accurate knowledge about meiosis and

mitosis divisions.

In addition to the descriptive analysis, the themes and categories obtained in the

content analysis are presented below.

3.1 Recognition of meiosis and mitosis divisions

Under this theme, the quotations of the participants were analyzed with the two

categories mentioned below.

A. Meiosis division

The statements used by the participants in this category are quoted below (Quotes are

selected at random):

‚As meiosis divides in parts, it occurs in different gene structures (Cells). Hereditary

diversity is achieved.‛ (P5)

‚Meiosis provides a continuation of a generation. Provides hereditary diversity. In short,

the continuity of generation.‛ (P13)

‚As a result of meiosis, four new cells are formed. (P57)

‚It is important to keep a constant value of the number of chromosomes. Because it

usually provides reproduction.‛ (P77)

‚There is a need for meiosis in order for human beings to breed and continue their

generation. Thanks to meiotic cleavage, diversity of species is ensured and thus everyone

is different‛ (P88)

‚The part change is visible. It provides reproduction in multicellular organisms.‛ (P123)

As it is understood from the above quotations, it has been stated that “growth

occurs” with the formation of “new cells” that provide “continuity of the generation” of

meiosis. In addition, it is stated that different individuals are formed by providing the

“hereditary diversity” within the “species” by the “exchange” of parts in the meiosis

division. It can be said that the participants know the general characteristics of meiosis.

B. Mitosis division

The statements used by the participants in this category are quoted below (Quotations

randomly selected):

‚Without mitosis, single-celled organisms would not have the ability to reproduce.

Multicellular organisms cannot develop. For example, when our arm was injured, the

wound would never be healed.‛ (P9)

Salih Gülen




‚Mitosis results in two cells. Mitosis improves proliferation in single cells, healing

wounds in multiple cells.‛ (P21)

‚Repair when injury occurs.‛ (P47)

‚For some living things, reproduction provides repair and growth in some living things.

So it is important‛. (P65)

‚Mitosis division is all over our lives. For example, it allows our wounds to heal. It is

very important in our growth and development‛. (P100)

‚In order for multicellular organisms to survive, it is important for single-celled

organisms to sustain their lineage‛ (111)

As it is understood from the quotations, it is stated that mitosis division provides

“reproduction” in “single-celled” organisms, “growth and development” in “multicellular”

organisms. It has also been reported that mitosis divides makes “repair” the wounds. It

can be said that participants from these quotations know the general characteristics of

mitosis.

Apart from the above quotations, it can be said that very few participants mixed

the properties of meiosis and mitosis. Apart from these two interesting quotations are

presented below.

‚Meiosis is mating‛. (P61)

‚Meiosis and mitosis are for animals‛. (P118)

As it is understood from these quotations, although there are very few, there are

some misconceptions about meiosis and mitosis. In general, when all the citations are

examined, it was determined that the majority of the participants had the true

information about meiosis and mitosis divisions. It was also determined that the

participants knew the general characteristics of meiosis and mitosis.

4. Discussion

The average of the scores obtained from the matching test shows that the information

about meiosis and mitosis divisions is at a good level considering the criteria in Table 1.

According to this, the students are well aware of the concepts, concepts and mappings

of meiosis and mitosis. The first three of the most repetitive statements based on the

descriptive analysis of the results of the fully structured interview form; mitosis

provides reproduction in single cells, meiosis is the expression that makes reproduction

in multi-celled and mitosis makes repair. These expressions show that the students

know the basic purpose of mitosis and meiosis. As a result of content analysis, it was

Salih Gülen




determined that most of the students had the right information about meiosis and

mitosis divisions. It was also determined that the participants knew the general

characteristics of meiosis and mitosis. According to these findings, it can be said that

both qualitative and quantitative data show the same results. Compatible results were

obtained by using mixed method with different measuring methods.

Similar to the results of the study, Özdemir (2006) found that both qualitative

and quantitative methods were used in the structuring of knowledge. Kalman and

Summak (2016) had positive results in experimental study with teachers using the

mixed method. Also, Kocaman-Karoğlu (2015) according to his work in scientific

research is increasing the rate of use of mixed methods. It is present in studies that do

not show similarity with the results of the research. Evren Yapıcıoğlu and Kaptan (2018)

found that some of the qualitative and quantitative data were not compatible with each

other. Although Bellibaş and Gedik (2014) and Demirci (2017) used mixed methods in

their studies, they found discrepancies between qualitative and quantitative data. In

addition to these studies, Bakırcı, Artun, Şahin and Sağdıç (2018) have determined that

students can use the information they have learned in their daily life problems. Wersig

(1993) also stated that it is important to pay attention to the teaching of familiar and

common concepts. As a matter of fact, meiosis and mitosis divisions are both related to

daily life and should be considered. In addition to the above studies, there are various

problems in students' cell divisions (Emre and Bahşi, 2006; Tekkaya, Çapa and Yılmaz,

2000; Tekkaya, Özkan and Sungur, 2001). Although this study is rare, attention should

be paid to the teaching of cell division issues.

4.1 Conclusions and recommendations

The knowledge of students about meiosis and mitosis divisions was found to be good

level. It is suggested that the level of knowledge in a subject can be determined using

the matching test.

It was determined that most of the students had the right information about

meiosis and mitosis and they knew the general characteristics of these divisions.

Furthermore, it was determined that they knew the basic purpose of mitosis and

meiosis. Using a fully structured interview form, it is possible to determine what a

student knows about a subject. This is recommended for similar studies.

According to the results of this study, mixed results were obtained by using

mixed method with different measuring methods a mixed method is recommended for

studies that need to show the same result with different aspects of a subject.

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European Journal of Education Studies - ISSN 2501-1111concepts of mitosis and meiosis and their correct mapping of properties and relationships. Qualitative data were collected through